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Examining the relationship between multiple facets of professional development and teacher job satisfaction in the United States 考察美国教师职业发展与教师工作满意度之间的关系
4区 教育学
Educational Studies Pub Date : 2023-09-13 DOI: 10.1080/03055698.2023.2256921
Hana Kang, Madeline Mavrogordato
{"title":"Examining the relationship between multiple facets of professional development and teacher job satisfaction in the United States","authors":"Hana Kang, Madeline Mavrogordato","doi":"10.1080/03055698.2023.2256921","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256921","url":null,"abstract":"Using data from the 2018 U.S. Teaching and Learning International Survey (TALIS), this study examined the relationship between five aspects of professional development (PD) – teacher participation in different formats, content, duration, quality, and barriers to participation – and teacher job satisfaction. Our multilevel model results indicate that quality of PD consistently has a significant relationship with an increase in teacher job satisfaction and barriers to participation in PD persistently have a negative relationship to teacher job satisfaction. Our findings suggest that teachers value opportunities to engage in PD and that providing PD activities that include characteristics leading to positive qualities is crucial to enhance teacher job satisfaction through PD.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation 偏离目标:评价性格与教师准备中的白的具体化
4区 教育学
Educational Studies Pub Date : 2023-09-01 DOI: 10.1080/00131946.2023.2248637
Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu, John Ambrosio
{"title":"Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation","authors":"Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu, John Ambrosio","doi":"10.1080/00131946.2023.2248637","DOIUrl":"https://doi.org/10.1080/00131946.2023.2248637","url":null,"abstract":"In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019–spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the WatermarkTM EDA advances and reifies a set of normative practices that align with dominant White, middle-class cultural values under the guise of objectivity.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies. 三年级儿童自我认知的 STEM 能力中的种族/族裔和性别不平等。
IF 1.7 4区 教育学
Educational Studies Pub Date : 2023-01-01 Epub Date: 2021-01-08 DOI: 10.1080/03055698.2020.1871324
Danielle Xiaodan Morales, Sara Elizabeth Grineski, Timothy William Collins
{"title":"Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies.","authors":"Danielle Xiaodan Morales, Sara Elizabeth Grineski, Timothy William Collins","doi":"10.1080/03055698.2020.1871324","DOIUrl":"10.1080/03055698.2020.1871324","url":null,"abstract":"<p><p>Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03055698.2020.1871324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9192236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Preservice computer science teachers’ beliefs, motivational orientations, and teaching practices 职前计算机科学教师的信念、动机取向与教学实践
IF 1.7 4区 教育学
Educational Studies Pub Date : 2022-04-26 DOI: 10.1080/03055698.2022.2069461
Büşra Kartal, Uğur Başarmak
{"title":"Preservice computer science teachers’ beliefs, motivational orientations, and teaching practices","authors":"Büşra Kartal, Uğur Başarmak","doi":"10.1080/03055698.2022.2069461","DOIUrl":"https://doi.org/10.1080/03055698.2022.2069461","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This multiple case study sought to examine preservice computer science teachers’ beliefs, motivational orientations, and teaching practices, as currently, they remain to be adequately researched. Eight participants were selected via maximum variation sampling for this study of trainee teachers during their first practicums in Turkey. Trainee teachers were observed in the natural setting of a computer science classroom during their teaching try-outs. Interviews were conducted with them on either side of their pre-planned lessons. Results show that teacher efficacy, self-efficacy related to using and integrating technology, and classroom management influenced participants’ teaching practices. Further research is necessary to examine the consistencies and contradictions between preservice CS teachers’ beliefs and practices and how these change during field experience and exemplify good practice for the benefit of CS education.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Application of artificial intelligence APP in quality evaluation of primary school science education 人工智能APP在小学科学教育质量评价中的应用
IF 1.7 4区 教育学
Educational Studies Pub Date : 2022-04-26 DOI: 10.1080/03055698.2022.2066462
Xufeng Huang
{"title":"Application of artificial intelligence APP in quality evaluation of primary school science education","authors":"Xufeng Huang","doi":"10.1080/03055698.2022.2066462","DOIUrl":"https://doi.org/10.1080/03055698.2022.2066462","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Two scientific and systematic evaluation index systems are constructed for primary education APP and Science, Technology, Engineering, and Mathematics (STEM) courses. These systems are revised and confirmed through two rounds of Delphi method. The Delphi method determines an educational application (APP) evaluation index system containing four first-level indicators and thirty-three second-level indicators and a primary school STEM curriculum evaluation index system containing five first-level indicators and nineteen second-level indicators. Finally, analytic hierarchy process is used to determine the weight of all indicators to rank the weights. In the evaluation index system of educational APP, the weight of teaching design is 0. 2900, ranking the first; the weight of interactive experience is 0.1801, ranking the last. In the STEM curriculum evaluation index system, the weight of innovation practice is 0.3472, which is the maximum; the weight of independent management is 0.0879, which is the minimum. It is of great significance to promote the deepening of primary school STEM curriculum learning evaluation, improve the effectiveness of STEM curriculum teaching, and promote the healthy development of primary school education APP.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trauma-Informed Yoga: Investigating an Intervention for Mitigating Adverse Childhood Experiences in Rural Contexts. 创伤知情瑜伽:调查减轻农村儿童不良经历的干预措施。
IF 1.7 4区 教育学
Educational Studies Pub Date : 2022-01-01 DOI: 10.1080/00131946.2022.2102495
Lauren Davis, Alexandra Aylward, Rebecca Buchanan
{"title":"Trauma-Informed Yoga: Investigating an Intervention for Mitigating Adverse Childhood Experiences in Rural Contexts.","authors":"Lauren Davis,&nbsp;Alexandra Aylward,&nbsp;Rebecca Buchanan","doi":"10.1080/00131946.2022.2102495","DOIUrl":"https://doi.org/10.1080/00131946.2022.2102495","url":null,"abstract":"<p><p>In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall scores and some subscales; noteworthy improvements were also present in depressive symptomatology (PHQ-A), salivary cortisol levels, and sleep duration. Importantly, participant qualitative feedback indicated significant benefits in focus, relaxation, and overall well-being. Further research is needed to imply generalizability and should include a larger, more diverse sample as well as utilization of control groups and an examination of academic and behavioral impacts at the school level.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/5f/a5/nihms-1832855.PMC9844967.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9114845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
U.S. Principals' Attitudes About and Experiences with Single-Sex Schooling. 美国校长对单性别教育的态度和经验。
IF 1.7 4区 教育学
Educational Studies Pub Date : 2015-04-01 DOI: 10.1080/03055698.2015.1005576
Richard A Fabes, Erin Pahlke, Kathrine Galligan, Adrienne Borders
{"title":"U.S. Principals' Attitudes About and Experiences with Single-Sex Schooling.","authors":"Richard A Fabes,&nbsp;Erin Pahlke,&nbsp;Kathrine Galligan,&nbsp;Adrienne Borders","doi":"10.1080/03055698.2015.1005576","DOIUrl":"https://doi.org/10.1080/03055698.2015.1005576","url":null,"abstract":"<p><p>Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03055698.2015.1005576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34303474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
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